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Lisle CUSD 202 outlines Eureka Math Squared rollout and I‑Ready results at junior high
Summary
District presenters told the board the new Eureka Math Squared curriculum has streamlined lessons and is expected to help students prepare for spring state assessments; presenters cited I‑Ready diagnostic gains and a notable midpoint increase for one eighth‑grade cohort but said final IR results await spring testing.
District staff presented a progress report on the junior high rollout of Eureka Math Squared and associated assessment and practice strategies, telling the Lisle CUSD 202 board they have seen encouraging midyear gains but remain cautious until spring state testing is complete.
Presenters described three pillars for success: (1) students knowing grade‑level content, (2) familiarity with the I‑Ready assessment format, and (3) student motivation. They said Eureka Math Squared streamlines lessons and modules compared with the original Eureka program, reducing reading load in some problems and allowing coverage of more grade‑level content during class time.
The presentation cited several specific data points from winter diagnostics and prior spring testing: presenters noted a past spring result in which a cohort of current eighth graders had 37% meeting or exceeding on the math portion, a districtwide increase of 7% in students performing at or above grade level on winter I‑Ready diagnostics, and a reported 12% increase for one cohort meeting typical math growth compared with the previous year. Presenters also said 74% of eighth graders were identified as "on target for College and Career Readiness" on a PSAT‑aligned measure and that only 4% of that eighth‑grade cohort were designated as "in need of intervention." The presenters emphasized the role of I‑Ready individualized learning pathways, extended homeroom practice time on Wednesdays, and targeted practice on extended‑response math items ahead of the spring IR.
Board members asked follow‑up questions about correlations between measures (PSAT/College and Career Readiness versus state/content assessments), cohort movement (including new students entering the district), and targeted supports for the roughly 22% of students described as "approaching" grade level. Presenters said interventions are individualized and noted some students had moved into more favorable categories on winter diagnostics; they cautioned small cohort sizes can shift percentages sharply.
Presenters concluded by noting continued monitoring and practice heading into the spring IR; no new curriculum adoption votes were taken at the meeting.
